Research Article
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Validity and Reliability Study of Mindful Attention Awareness Scale Adolescent Form

Year 2020, Volume: 16 Issue: Eğitim ve Toplum Özel sayısı, 5608 - 5625, 31.12.2020
https://doi.org/10.26466/opus.683364

Abstract

The aim of this study is to adapt the Mindful Attention Awareness Scale Adolescent Form (MAAS-A) and to conduct its validity and reliability study. This study was conducted on 221 participants, 105 of whom were girls and 116 of them were boys. Confirmatory factor analysis was applied to evaluate the construct validity. To determine the reliability of the scale, cronbach's alpha, two-half test reliability and total item correlations were used. Confirmatory factor analysis results showed that, significant chi-square values (χ2 = 131.84, SD = 77, p = .00010) and goodness of fit values are acceptable (RMSEA = .057, GFI = .92, AGFI = .89, CFI = .93 , IFI = .93, NNFI = .92, SRMR = .060). The results of the analysis show that the factor structure of the Turkish form of the scale provides good fit values and that the factor structure of the scale is verified in parallel with the original scale. When examined in terms of reliability values, it is seen that the internal-consistency reliability coefficient of the Turkish form of the scale is .78, two half-test reliability is .76 and the corrected item total correlations are ranked between .26 and .52. The results of the analysis show that the Mindful Attention Awareness Scale Adolescent Turkish Form can be evaluated as a valid and reliable measurement tool.

References

  • Aksöz, T. (2015). İnsan benliğinin arınması. Sakarya Üniversitesi İlahiyat Fakültesi Dergisi, 17(31), 81–81. doi:10.17335/sakaifd.219896
  • Bacow, T. L., Pincus, D. B., Ehrenreich, J. T. ve Brody, L. R. (2009). The metacognitions questionnaire for children: Development and validation in a clinical sample of children and adolescents with anxiety disorders. Journal of Anxiety Disorders, 23(6), 727–736. doi:10.1016/j.janxdis.2009.02.013
  • Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10(2), 125–143. doi:10.1093/clipsy.bpg015
  • Baer, R. A., Smith, G. T. ve Allen, K. B. (2004). Assessment of mindfulness by self-report. Assessment, 11(3), 191– 206. doi:10.1177/1073191104268029
  • Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J. ve Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27–45. doi:10.1177/1073191105283504
  • Bao, X., Xue, S. ve Kong, F. (2015). Dispositional mindfulness and perceived stress: The role of emotional intelligence. Personality and Individual Differences, 78, 48–52. doi:10.1016/j.paid.2015.01.007
  • Beauchemin, J., Hutchins, T. L. ve Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13(1), 34–45. doi:10.1177/1533210107311624
  • Biegel, G. M., Brown, K. W., Shapiro, S. E. ve Schubert, C. (2009). Mindfulness-based stress reduction for adolescent psychiatric outpatients: A randomized clinical trial. Journal of Consulting and Clinical Psychology, 77, 855–866. doi:10.1037/a0016241
  • Bootzin, R. R. ve Stevens, S. J. (2005). Adolescents, substance abuse, and the treatment of insomnia and daytime sleepiness. Clinical Psychology Review, 25, 629–644. doi:10.1016/j.cpr.2005.04.007
  • Boztunç Öztürk, N., Eroğlu, M. G. ve Kelecioğlu, H. (2015). Eğitim alanında yapılan ölçek uyarlama makalelerinin incelenmesi. Eğitim ve Bilim, 40(178), 123-137. doi:10.15390/eb.2015.4091
  • Brown, K. W. ve Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. doi:10.1037/0022-3514.84.4.822
  • Brown, K. W., Ryan, R. M. ve Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18(4), 211–237. doi:10.1080/10478400701598298
  • Brown, K. W., West, A. M., Loverich, T. M. ve Biegel, G. M. (2011). Assessing adolescent mindfulness: Validation of an adapted mindful attention awareness scale in adolescent normative and psychiatric populations. Psychological Assessment, 23(4), 1023–1033. doi:10.1037/a0021338
  • Bryant, E. F. (2015). Hindu Classical Yoga: Patanjali’s Yoga Sutras. L. Komjathy (Der.), Contemplative literature: A comparative sourcebook on meditation and contemplative prayer içinde (ss. 457–502). Albany, NY: State University of New York Press.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem.
  • Cardaciotto, L., Herbert, J. D., Forman, E. M., Moitra, E. ve Farrow, V. (2008). The assessment of present- moment awareness and acceptance. Assessment, 15(2), 204–223. doi:10.1177/1073191107311467
  • Çapık, C., Gözüm, S. ve Aksayan, S. (2018). Kültürlerarası ölçek uyarlama aşamaları, dil ve kültür uyarlaması: Güncellenmiş rehber. Florence Nightingale Hemşirelik Dergisi, 26(3), 199–210. doi:10.26650/fnjn397481
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Ankara: Pegem.
  • Davidson, R. J., Kabat-Zinn, J., Schumacher, J., Rosenkranz, M., Muller, D., Santorelli, S. F., … Sheridan, J. F. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 65(4), 564–570. doi:10.1097/01.psy.0000077505.67574.e3
  • Erkuş, A. (2007). Ölçek geliştirme ve uyarlama çalışmalarında karşılaşılan sorunlar. Türk Psikoloji Bülteni, 13 (40), 17-25. Erişim adresi: https://www.psikolog.org.tr/tr/yayinlar/dergiler/1031828/tpb134004.pdf.
  • Feldman, G., Hayes, A., Kumar, S., Greeson, J. ve Laurenceau, J.-P. (2006). Mindfulness and emotion regulation: The development and initial validation of the cognitive and affective mindfulness scale-revised (CAMS-R). Journal of Psychopathology and Behavioral Assessment, 29(3), 177–190. doi:10.1007/s10862-006-9035-8
  • Gilbert, P. ve Irons, C. (2005). Focused therapies and compassionate mind training for shame and self- attacking. P. Gilbert (Der.), Compassion: Conceptualisations, research and use in psychotherapy içinde (ss. 263-325). New York, NY, US: Routledge.
  • Green, J. P. ve Lynn, S. J. (2019). Cognitive-behavioral therapy, mindfulness, and hypnosis for smoking cessation. Hoboken, NJ; Wiley Blackwell.
  • Irak, M. (2012). Standardization of Turkish form of metacognition questionnaire for children: The relationships with anxiety and obsessive-compulsive symptoms. Turkish Journal of Psychiatry, 23, 46-52. doi:10.5080/u6604
  • Jöreskog, K. G. ve Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International.
  • Kabat‐Zinn, J. (1994). Wherever you go, you are there. Mindfulness meditation in everyday life. New York: Hyperion.
  • Kabat‐Zinn, J. (2003). Mindfulness‐based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. doi:10.1093/clipsy.bpg016
  • Kabat-Zinn, J. (2005). Coming to our senses: Healing ourselves and the world through mindfulness. New York: Hyperion.
  • Karakoç, F. Y. ve Dönmez, L. (2014). Ölçek geliştirme çalışmalarında temel ilkeler. Tıp Eğitimi Dünyası, 13(40), 39-49. doi: 10.25282/ted.228738
  • Keating, T. (1988). Centering prayer. Chicago, IL: Liturgical Press.
  • Kostova, Z., Levin, L., Lorberg, B. ve Ziedonis, D. (2019). Mindfulness-based interventions for adolescents with mental health conditions: A systematic review of the research literature. Journal of Child and Family Studies, 28(10), 2633–2649. doi:10.1007/s10826-019-01477-7 Lau, M. A., Bishop, S. R., Segal, Z. V., Buis, T., Anderson, N. D., Carlson, L., … Devins, G. (2006). The toronto mindfulness scale: Development and validation. Journal of Clinical Psychology, 62(12), 1445–1467. doi:10.1002/jclp.20326
  • Lykins, E. L. B. ve Baer, R. A. (2009). Psychological functioning in a sample of long-term practitioners of mindfulness meditation. Journal of Cognitive Psychotherapy, 23(3), 226–241. doi:10.1891/0889-8391.23.3.226
  • Magid, S. (2015). Jewish kabbalah: Hayyim vital’s shaarei kedusha. L. Komjathy (Der.), Contemplative literature: A comparative sourcebook on meditationand contemplative prayer içinde (ss. 197–264). Albany, NY: State University of New York Press.
  • Martin, P. (1998). The sickening mind: Brain, behaviour, immunity and disease. London: Flamingo.
  • Mayer, J. D. (2000). Spiritual intelligence or spiritual consciousness? International Journal for the Psychology of Religion, 10(1), 47–56. doi:10.1207/s15327582ijpr1001_5
  • Medvedev, O. N., Krägeloh, C. U., Narayanan, A. ve Siegert, R. J. (2017). Measuring mindfulness: Applying generalizability theory to distinguish between state and trait. Mindfulness, 8(4), 1036–1046. doi:10.1007/s12671-017-0679-0
  • Norman, E. (2016). Metacognition and mindfulness: the role of fringe consciousness. Mindfulness, 8(1), 95–100. doi:10.1007/s12671-016-0494-z
  • Özyeşil, Z., Aslan, C., Kesici, Ş. ve Deniz, M. E. (2011). Bilinçli Farkındalık Ölçeği’ni Türkçeye uyarlama çalışması. Eğitim ve Bilim, 36(160), 224-235. Erişim adresi: http://egitimvebilim.ted.org.tr/index.php/EB/article/view/697
  • Roth, H. D. (2015). Daoist apophatic meditation: Selections from the classical daoist textual corpus. L. Komjathy (Der.), Contemplative literature: A comparative sourcebook on meditation and contemplative prayer içinde (ss. 89–144). Albany, NY: State University of New York Press.
  • Sams, D. P., Handley, E. D. ve Alpert-Gillis, L. J. (2018). Mindfulness-based group therapy: Impact on psychiatrically hospitalized adolescents. Clinical Child Psychology and Psychiatry, 23(4), 582–591. doi:10.1177/1359104518775144
  • Semple, R. J., Lee, J., Rosa, D. ve Miller, L. F. (2010). A randomized trial of mindfulness-based cognitive therapy for children: Promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 19, 218 –229. doi:10.1007/s10826-009-9301-y
  • Spahi, B. Yurtkoru, E. S. ve Çinko, M. (2008). Sosyal bilimlerde SPSS’le veri analizi. İstanbul: Beta.
  • Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş temel ilkeler ve LISREL uygulamaları. Ankara: Ekinoks.
  • Tan, L. B. (2015). A critical review of adolescent mindfulness-based programmes. Clinical Child Psychology and Psychiatry, w21(2), 193–207. doi:10.1177/1359104515577486
  • Tezbaşaran, A. (1996). Likert tipi ölçek geliştirme klavuzu. Ankara: Psikologlar Derneği Yayınları.
  • Thomson, R. F. (2000). Zazen and psychotherapeutic presence. American Journal of Psychotherapy, 54(4), 531–548. doi:10.1176/appi.psychotherapy.2000.54.4.531
  • Walach, H., Buchheld, N., Buttenmüller, V., Kleinknecht, N. ve Schmidt, S. (2006). Measuring mindfulness—the Freiburg Mindfulness Inventory (FMI). Personality and Individual Differences, 40(8), 1543–1555. doi:10.1016/j.paid.2005.11.025
  • Wang, Y. ve Kong, F. (2014). The role of emotional intelligence in the impact of mindfulness on life satisfaction and mental distress. Social Indicators Research, 116(3), 843–852. doi:10.1007/s11205-013-0327-6
  • Wisner, B. L. (2017). Mindfulness and meditation for adolescents. Palgrave Macmillan: New York. doi:10.1057/978-1-349-95207-6
  • World Health Organization. (2006). Orientation programme on adolescent health for health-care providers. Handout New Modules. 11 Kasım 2020 tarihinde, https://apps.who.int/iris/bitstream/handle/10665/42868/9241591269_Handout_eng.pdf?sequence=2 adresinden erişildi.

Bilinçli Farkındalık Ölçeği Ergen Formu’nun Geçerlik ve Güvenirlik Çalışması

Year 2020, Volume: 16 Issue: Eğitim ve Toplum Özel sayısı, 5608 - 5625, 31.12.2020
https://doi.org/10.26466/opus.683364

Abstract

Bu araştırmanın amacı Bilinçli Farkındalık Ölçeği Ergen Formu’nu (BFÖ-EF) uyarlamak, geçerlik ve güvenirlik çalışmasını yapmaktır. Bu çalışma İstanbul’da yaşayan, 105’i kız, 116’sı erkek olmak üzere 221 katılımcı üzerinden yürütülmüştür. Ölçeğin yapı geçerliğini değerlendirmek için doğrulayıcı faktör analizi uygulanmıştır. Ölçeğin güvenirlik çalışması için, cronbach’s alpha, iki yarı test güvenirliği ve madde toplam puan korelasyonları kullanılmıştır. Doğrulayıcı faktör analizi sonuçları, ki-kare değerlerinin anlamlı (χ2 =131.84, SD = 77, p = .00010) ve uyum iyiliği değerlerinin kabul edilebilir (RMSEA = .057, GFI = .92, AGFI = .89, CFI = .93, IFI = .93, NNFI = .92, SRMR = .060) düzeyde olduğunu göstermiştir. Analiz sonuçları ölçeğin Türkçe formunun faktör yapısının iyi uyum değerleri sağladığı ve ölçeğin faktör yapısının orijinal ölçeğe paralel bir biçimde doğrulandığını göstermektedir. Güvenirlik değerleri açısından incelendiğinde ölçeğin Türkçe formunun iç-tutarlılık güvenirlik katsayısının .78, iki yarı test güvenirliğinin .76 olduğu ve düzeltilmiş madde toplam korelasyonlarını .26 ve .52 arasında sıralandığı görülmektedir. Analiz sonuçları Bilinçli Farkındalık Ölçeği Ergen Formu’nun Türkçe uyarlamasının geçerli ve güvenilir bir ölçme aracı olarak değerlendirilebileceğini göstermektedir.

References

  • Aksöz, T. (2015). İnsan benliğinin arınması. Sakarya Üniversitesi İlahiyat Fakültesi Dergisi, 17(31), 81–81. doi:10.17335/sakaifd.219896
  • Bacow, T. L., Pincus, D. B., Ehrenreich, J. T. ve Brody, L. R. (2009). The metacognitions questionnaire for children: Development and validation in a clinical sample of children and adolescents with anxiety disorders. Journal of Anxiety Disorders, 23(6), 727–736. doi:10.1016/j.janxdis.2009.02.013
  • Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10(2), 125–143. doi:10.1093/clipsy.bpg015
  • Baer, R. A., Smith, G. T. ve Allen, K. B. (2004). Assessment of mindfulness by self-report. Assessment, 11(3), 191– 206. doi:10.1177/1073191104268029
  • Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J. ve Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27–45. doi:10.1177/1073191105283504
  • Bao, X., Xue, S. ve Kong, F. (2015). Dispositional mindfulness and perceived stress: The role of emotional intelligence. Personality and Individual Differences, 78, 48–52. doi:10.1016/j.paid.2015.01.007
  • Beauchemin, J., Hutchins, T. L. ve Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13(1), 34–45. doi:10.1177/1533210107311624
  • Biegel, G. M., Brown, K. W., Shapiro, S. E. ve Schubert, C. (2009). Mindfulness-based stress reduction for adolescent psychiatric outpatients: A randomized clinical trial. Journal of Consulting and Clinical Psychology, 77, 855–866. doi:10.1037/a0016241
  • Bootzin, R. R. ve Stevens, S. J. (2005). Adolescents, substance abuse, and the treatment of insomnia and daytime sleepiness. Clinical Psychology Review, 25, 629–644. doi:10.1016/j.cpr.2005.04.007
  • Boztunç Öztürk, N., Eroğlu, M. G. ve Kelecioğlu, H. (2015). Eğitim alanında yapılan ölçek uyarlama makalelerinin incelenmesi. Eğitim ve Bilim, 40(178), 123-137. doi:10.15390/eb.2015.4091
  • Brown, K. W. ve Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. doi:10.1037/0022-3514.84.4.822
  • Brown, K. W., Ryan, R. M. ve Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18(4), 211–237. doi:10.1080/10478400701598298
  • Brown, K. W., West, A. M., Loverich, T. M. ve Biegel, G. M. (2011). Assessing adolescent mindfulness: Validation of an adapted mindful attention awareness scale in adolescent normative and psychiatric populations. Psychological Assessment, 23(4), 1023–1033. doi:10.1037/a0021338
  • Bryant, E. F. (2015). Hindu Classical Yoga: Patanjali’s Yoga Sutras. L. Komjathy (Der.), Contemplative literature: A comparative sourcebook on meditation and contemplative prayer içinde (ss. 457–502). Albany, NY: State University of New York Press.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem.
  • Cardaciotto, L., Herbert, J. D., Forman, E. M., Moitra, E. ve Farrow, V. (2008). The assessment of present- moment awareness and acceptance. Assessment, 15(2), 204–223. doi:10.1177/1073191107311467
  • Çapık, C., Gözüm, S. ve Aksayan, S. (2018). Kültürlerarası ölçek uyarlama aşamaları, dil ve kültür uyarlaması: Güncellenmiş rehber. Florence Nightingale Hemşirelik Dergisi, 26(3), 199–210. doi:10.26650/fnjn397481
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Ankara: Pegem.
  • Davidson, R. J., Kabat-Zinn, J., Schumacher, J., Rosenkranz, M., Muller, D., Santorelli, S. F., … Sheridan, J. F. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 65(4), 564–570. doi:10.1097/01.psy.0000077505.67574.e3
  • Erkuş, A. (2007). Ölçek geliştirme ve uyarlama çalışmalarında karşılaşılan sorunlar. Türk Psikoloji Bülteni, 13 (40), 17-25. Erişim adresi: https://www.psikolog.org.tr/tr/yayinlar/dergiler/1031828/tpb134004.pdf.
  • Feldman, G., Hayes, A., Kumar, S., Greeson, J. ve Laurenceau, J.-P. (2006). Mindfulness and emotion regulation: The development and initial validation of the cognitive and affective mindfulness scale-revised (CAMS-R). Journal of Psychopathology and Behavioral Assessment, 29(3), 177–190. doi:10.1007/s10862-006-9035-8
  • Gilbert, P. ve Irons, C. (2005). Focused therapies and compassionate mind training for shame and self- attacking. P. Gilbert (Der.), Compassion: Conceptualisations, research and use in psychotherapy içinde (ss. 263-325). New York, NY, US: Routledge.
  • Green, J. P. ve Lynn, S. J. (2019). Cognitive-behavioral therapy, mindfulness, and hypnosis for smoking cessation. Hoboken, NJ; Wiley Blackwell.
  • Irak, M. (2012). Standardization of Turkish form of metacognition questionnaire for children: The relationships with anxiety and obsessive-compulsive symptoms. Turkish Journal of Psychiatry, 23, 46-52. doi:10.5080/u6604
  • Jöreskog, K. G. ve Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International.
  • Kabat‐Zinn, J. (1994). Wherever you go, you are there. Mindfulness meditation in everyday life. New York: Hyperion.
  • Kabat‐Zinn, J. (2003). Mindfulness‐based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. doi:10.1093/clipsy.bpg016
  • Kabat-Zinn, J. (2005). Coming to our senses: Healing ourselves and the world through mindfulness. New York: Hyperion.
  • Karakoç, F. Y. ve Dönmez, L. (2014). Ölçek geliştirme çalışmalarında temel ilkeler. Tıp Eğitimi Dünyası, 13(40), 39-49. doi: 10.25282/ted.228738
  • Keating, T. (1988). Centering prayer. Chicago, IL: Liturgical Press.
  • Kostova, Z., Levin, L., Lorberg, B. ve Ziedonis, D. (2019). Mindfulness-based interventions for adolescents with mental health conditions: A systematic review of the research literature. Journal of Child and Family Studies, 28(10), 2633–2649. doi:10.1007/s10826-019-01477-7 Lau, M. A., Bishop, S. R., Segal, Z. V., Buis, T., Anderson, N. D., Carlson, L., … Devins, G. (2006). The toronto mindfulness scale: Development and validation. Journal of Clinical Psychology, 62(12), 1445–1467. doi:10.1002/jclp.20326
  • Lykins, E. L. B. ve Baer, R. A. (2009). Psychological functioning in a sample of long-term practitioners of mindfulness meditation. Journal of Cognitive Psychotherapy, 23(3), 226–241. doi:10.1891/0889-8391.23.3.226
  • Magid, S. (2015). Jewish kabbalah: Hayyim vital’s shaarei kedusha. L. Komjathy (Der.), Contemplative literature: A comparative sourcebook on meditationand contemplative prayer içinde (ss. 197–264). Albany, NY: State University of New York Press.
  • Martin, P. (1998). The sickening mind: Brain, behaviour, immunity and disease. London: Flamingo.
  • Mayer, J. D. (2000). Spiritual intelligence or spiritual consciousness? International Journal for the Psychology of Religion, 10(1), 47–56. doi:10.1207/s15327582ijpr1001_5
  • Medvedev, O. N., Krägeloh, C. U., Narayanan, A. ve Siegert, R. J. (2017). Measuring mindfulness: Applying generalizability theory to distinguish between state and trait. Mindfulness, 8(4), 1036–1046. doi:10.1007/s12671-017-0679-0
  • Norman, E. (2016). Metacognition and mindfulness: the role of fringe consciousness. Mindfulness, 8(1), 95–100. doi:10.1007/s12671-016-0494-z
  • Özyeşil, Z., Aslan, C., Kesici, Ş. ve Deniz, M. E. (2011). Bilinçli Farkındalık Ölçeği’ni Türkçeye uyarlama çalışması. Eğitim ve Bilim, 36(160), 224-235. Erişim adresi: http://egitimvebilim.ted.org.tr/index.php/EB/article/view/697
  • Roth, H. D. (2015). Daoist apophatic meditation: Selections from the classical daoist textual corpus. L. Komjathy (Der.), Contemplative literature: A comparative sourcebook on meditation and contemplative prayer içinde (ss. 89–144). Albany, NY: State University of New York Press.
  • Sams, D. P., Handley, E. D. ve Alpert-Gillis, L. J. (2018). Mindfulness-based group therapy: Impact on psychiatrically hospitalized adolescents. Clinical Child Psychology and Psychiatry, 23(4), 582–591. doi:10.1177/1359104518775144
  • Semple, R. J., Lee, J., Rosa, D. ve Miller, L. F. (2010). A randomized trial of mindfulness-based cognitive therapy for children: Promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 19, 218 –229. doi:10.1007/s10826-009-9301-y
  • Spahi, B. Yurtkoru, E. S. ve Çinko, M. (2008). Sosyal bilimlerde SPSS’le veri analizi. İstanbul: Beta.
  • Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş temel ilkeler ve LISREL uygulamaları. Ankara: Ekinoks.
  • Tan, L. B. (2015). A critical review of adolescent mindfulness-based programmes. Clinical Child Psychology and Psychiatry, w21(2), 193–207. doi:10.1177/1359104515577486
  • Tezbaşaran, A. (1996). Likert tipi ölçek geliştirme klavuzu. Ankara: Psikologlar Derneği Yayınları.
  • Thomson, R. F. (2000). Zazen and psychotherapeutic presence. American Journal of Psychotherapy, 54(4), 531–548. doi:10.1176/appi.psychotherapy.2000.54.4.531
  • Walach, H., Buchheld, N., Buttenmüller, V., Kleinknecht, N. ve Schmidt, S. (2006). Measuring mindfulness—the Freiburg Mindfulness Inventory (FMI). Personality and Individual Differences, 40(8), 1543–1555. doi:10.1016/j.paid.2005.11.025
  • Wang, Y. ve Kong, F. (2014). The role of emotional intelligence in the impact of mindfulness on life satisfaction and mental distress. Social Indicators Research, 116(3), 843–852. doi:10.1007/s11205-013-0327-6
  • Wisner, B. L. (2017). Mindfulness and meditation for adolescents. Palgrave Macmillan: New York. doi:10.1057/978-1-349-95207-6
  • World Health Organization. (2006). Orientation programme on adolescent health for health-care providers. Handout New Modules. 11 Kasım 2020 tarihinde, https://apps.who.int/iris/bitstream/handle/10665/42868/9241591269_Handout_eng.pdf?sequence=2 adresinden erişildi.
There are 50 citations in total.

Details

Primary Language Turkish
Subjects Psychology
Journal Section Articles
Authors

Mehmet Emin Turan 0000-0001-8092-9642

Publication Date December 31, 2020
Acceptance Date November 12, 2020
Published in Issue Year 2020 Volume: 16 Issue: Eğitim ve Toplum Özel sayısı

Cite

APA Turan, M. E. (2020). Bilinçli Farkındalık Ölçeği Ergen Formu’nun Geçerlik ve Güvenirlik Çalışması. OPUS International Journal of Society Researches, 16(Eğitim ve Toplum Özel sayısı), 5608-5625. https://doi.org/10.26466/opus.683364